Journal Of English Language Teaching And Learning سال:2023 - دوره:15

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Journal Of English Language Teaching And Learning
سال:2023 - دوره:15 - شماره:31

A Comparative Study On The Use Of Pronunciation Learning Strategies - صفحه:215-231 Effects Of Virtual Instruction On The Speaking Accuracy Of Iranian High School English Learners With Varied Personality Traits During The Covid-19 Pandemic - صفحه:94-112 Explicit Teaching Of An Unsalient Property: The Case Of Illicit Resumptive Pronouns In English Relative Clauses - صفحه:255-269 Exploring The Roles Of Teachers’ Creative Self-Efficacy And Growth Mindset In Predicting Teaching For Creativity: Focus On Efl Teachers - صفحه:66-82 Identity Construction Of Efl Learners Of Translated Short Stories - صفحه:184-198 Individual Psychological Factors: Facilitators Of Psl Learners’ Reading Comprehension Ability? A Mixed Methods Study - صفحه:199-214 Investigating The Implementation Of Peer Scaffolding On Speaking Proficiency In Blended Versus Traditional Classes At The Advanced Level - صفحه:83-93 L2 Writing And Working Memory: Differential Effects Of Task Types Under Different Conditions - صفحه:48-65 Persian To English Lexical Transfer Errors In The Iranian Efl Learners’ Writings - صفحه:113-130 Presenting A Profile Of Online Teaching Adaptation Among The Iranian Efl High School Teachers - صفحه:232-254 Self-Reflection Training: An Investigation Of Iranian In-Service Efl Teachers’ Belief And Performance Development - صفحه:131-146 The Differential Effects Of Direct And Indirect Corrective Feedback On Impulsive And Reflective Efl Learners’ Writing Accuracy - صفحه:166-183 The Effect Of Explicit Pragmatic Instruction On Efl Students' Production Of Speech Acts: Pragmalinguistic Vs. Sociopragmatic Errors In Focus - صفحه:1-17 The Effect Of Gamification On Developing Efl Learners' Vocabulary Learning In Flipped Classes - صفحه:33-47 The Effect Of Quantum Teaching Method On Writing Motivation: An Explanatory Mixed-Methods Investigation - صفحه:18-32 The Role Of Synchronous And Asynchronous Multimodal Scaffolding In Learners’ Writing Complexity Improvement - صفحه:147-165